Conference:
ECER 2008
Format:
Symposium Paper
Session Information
14 SES 10, Family-School-Community Partnership Strategies for Children's Development and School Achievement. International Perspectives (Part 1)
Symposium, to be continued in 14 SES 11
Time:
2008-09-12
14:45-16:15
Room:
A1 318
Chair:
Raquel-Amaya Martínez-González
Contribution
Parents vary in their understanding and use of the assessment information provided by schools and school districts. Parents and community members often misinterpret assessment data because they do not understand or view the information in the proper context. Educators must deliver the assessment results in a manner that puts the information in the proper educational perspective. The goal of reporting assessment results is to help children learn. Collaborative efforts may empower students, parents, teachers, and communities in understanding and using assessment knowledge to further educational goals. This study provides an important overview of what parents and teachers should understand about standardized assessment, and the implications of effective collaboration. A survey approach was developed to solicit parents’ and teachers’ opinions and experiences. Structured response items as well as open-ended questions were used. The sample population consisted of parents and teachers from Chicago Public Schools. Participants’ scores were computed using chi square analyses. Correlations among the total scores were also computed to determine significant relationships between the total scores. The study highlights several factors regarding the understanding and knowledge of assessment and implications for effective parent-teaching meetings. Collaborative efforts are important to student’s learning and progress. This increased alliance between parents and teachers can have powerful implications with appropriate use of assessment knowledge.
References
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